Bowen Family Systems Theory (BFST)

Introduction
Bowen Family Systems Theory (BFST) focuses on the importance of the family as an emotional system, concentrating on the present while keeping in mind importance influences that extend family can have (Becvar & Becvar, 2009). BFST simultaneously looks at the individuality of a client and the client within the family system with belief that they are interconnected (Murdock, 2013). BFST is applied to a case vignette of Ana throughout this paper.
Concepts
BFST consists of several concepts such as: differentiation of self, emotional system of the nuclear family, family projection process, emotional cutoff and sibling position.
The first concept, “differentiation of self” is when an individual has their own opinions and beliefs,

but is able to keep a connection with family members. The differentiation allows one to distinguish themselves from their family members, as well as being autonomous and self-sufficient (Jankowski & Hooper, 2012). This concept is important in Ana’s case as this could help Ana to feel more independent and allow her to adapt to her current life situation of not having her family members or husband around. Knowing where Ana relates to differentiating herself would be an important part of the therapeutic process.
The nuclear family is said to manage differentiation and anxiety with conflict, over and under functioning reciprocity and distance (Becvar & Becvar, 2009). When this occurs, it is reported to lead to dysfunction. Ana states that she feels like a “solo parent” as her husband is overseas, due to this Ana may feel that she has slide into an less reciprocity-like role with her husband. It would be important to clarify if Ana feels this way as this could be contributing to conflict in her relationship with her husband.
Family Projection Process is said to be a fixed triangle: where parents in a nuclear family focus anxiety on a child and the child in turn develops problems (Crago, 2005). It would be beneficial to apply this concept to Ana to explore if Ana’s parents ever focused their anxiety on Ana, as well as learning more about her family dynamic, as this would provide a more clear understanding of where Ana’s issues are derived from.
Emotional cutoff refers to when a family member cuts off emotional contact with the family. Knudson (1994) identifies that a cutoff can be achieved through forms of emotional withdraw or physical distance (Knudson, 1994). Kerr & Bowen (1998) identify that if a family member does not see himself or herself as part of the system, the option is to change or withdraw (Kerr & Bowen, 1998). Ana’s family is physically distant as they live in Guatemala, however, Ana identifies that she has not seen her family in a year and reports feeling uncomfortable to ask for help. Through utilization of this concept, the therapist could identify if Ana is cutting herself off from her family emotionally or vise versa. Knudson (1994) also identifies that as a consequences of cutoff, chronic anxiety can develop or increase, which may provide a further explanation for Ana’s anxiety (Knudson, 1994).
The last concept is sibling position. Bowen identified that sibling position could provide understanding of the roles individuals take in relationships (Crago, 2005). Ana is a middle child with two older brothers and a younger sister. Through utilization of this concept, the therapist could identify how Ana feels in relation to her having to drop out of school and losing her job while her siblings are reportedly all successful.
Theory Choice
BFST focuses on helping clients develop healthier and stronger relationships. This goal is important in Ana’s case as Ana is feeling as if she is a “solo parent” and appears to have a lack of natural support as her family is in Guatemala, her husband overseas and Ana not being employed. BFST will allow Ana to gain a sense of individuality and autonomy which will help Ana with adapting to stressful situations, decrease her worry and promote better over all emotional health.
Goals and Interventions
The goal of BFST is to help the individual differentiate him or herself from the family. With this differentiation, one is able to adapt to stress and become less reactive in relationships.
Another goal of BFST is the reduction of anxiety, as this will in turn relieve symptoms (Murdock, 2013).

Assessment is accomplished through informal and formal assessments, of questioning, which assess characteristics of the individual, the family and current nuclear family. By questioning Ana, the therapist would be able to assess the “level of emotionality” Ana presents with and better understand where Ana stands emotionally (Murdock, 2013). Another important assessment tool in BFST is the genogram. This intervention tool is utilized to identify patterns of behaviors that have continued over generations. In doing this, it allows for current negative behaviors to be reduced. BFST seeks to identify what is normal in the family for ideal functioning (Murdock, 2013). In finding out where Ana’s ideal functioning is, the therapist would be better able to treat

Ana.
Length of Treatment
BFST is typically a problem focused, short-term intervention. BFST’s average length of treatment is 12 to 15 sessions over a three-month period (Jankowski, 2012). This short-term problem focused theory is important, as Ana was authorized 8 sessions. If additional sessions were needed, the therapist could advocate for this.
Counselor’s role
The role of the therapist in BFST is to investigate, but remain neutral and differentiated from clients, which allows clients to take responsibility for their actions and learn ways to resolve conflict.

The therapist role is to encourage families to develop healthier and stronger relationships between one another (Crago, 2005). In Ana’s case, the therapist would work to identify possible intergenerational beliefs that are affecting Ana and her family, encourage the family to develop strong relationships and work to prompt autonomy in Ana, while helping to resolve conflict.
Client’s role
BFST therapy is often described as coaching: the therapist being the coach and the client being the athlete. BFST therapists believe that outcomes are a result of the client (Murdock, 2013). Ana’s role in BFST is to go on “journeys” which will allow Ana to differentiate and to observe her family and decide if she is ready to act differently (Murdock, 2013).
Treatment Populations and Social/Cultural Needs
BFST is tailored to work with inner city, minority families and therapist are trained to assess and facilitate healthy family interactions based on cultural norms (Crago, 2005). This is important as Ana comes from a Guatemalan background and being aware of the cultural needs would be an important part of

treatment.
Additional Information
Since BFST focuses on family relationships and one of the goals is for families to develop healthier relationships with one another, it would be important to know if and how Ana’s family would play a role in the therapeutic process and whether or not Ana is wanting this. It is also important to learn more about Ana’s family relationship, such as why she has not seen them in a year as well as if Ana talks to them on a consistent basis. In knowing this additional information, the therapist would be better able to help Ana reach treatment goals.
Risks of Treatment
A risk of BFST is that it lacks attention to feelings (Luepnitz, 1988). BSFT focuses on being rational and objective and has a lower priority in expressing emotions (Luepnitz, 1988). Another risk of treatment is that through the use of assessments, like questioning and genograms, there is a lot of identification of family history and dynamic, which may bring up unknown or difficult information about family members that Ana was not previously aware of.
Conclusion
The goal of BFST is to help clients differentiate from the family origin and become more autonomous in nature, while still strengthening family relationships. Ana would greatly benefit from this as Ana could then develop a greater sense of self and purpose.